Description:Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematical education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them. It deals with didactical, methodological and pedagogical subjects, rather than with specific programmes for teaching mathematics.

The "moving wall" represents the time period between the last issue
available in JSTOR and the most recently published issue of a journal.
Moving walls are generally represented in years. In rare instances, a
publisher has elected to have a "zero" moving wall, so their current
issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year
moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall

Fixed walls: Journals with no new volumes being added to the archive.

Absorbed: Journals that are combined with another title.

Complete: Journals that are no longer published or that have been
combined with another title.

Abstract

This paper reports a study designed to explore prospective teachers' learning to teach mathematics in the complex context of a university-based curriculum and instruction course. The course, taught with a focus on inquiry, used prospective teachers' weekly interactions with students as springboards for investigations of mathematics, teaching, and learning. A framework of questioning, listening, and responding is used to analyze prospective teachers' understandings and the tensions they experienced. The difficulties and tensions prospective teachers face in turn pose challenges and tensions for teacher educators.